Testing Services

Testing Services

Initial testing is necessary in order to determine if a student may have cognitive/achievement factors interfering with the learning process. Results are used determine the student’s pattern of strengths and weaknesses and his/her need for support and/or intervention.

Purpose of Testing:

Testing services are designed to provide data that will supplement academic information in order to develop a comprehensive profile of the student. Test results are used in combination with academic information to determine a pattern of strengths and weaknesses within an individual student, not to diagnose. Information is then used to determine whether and to what extent student support services may be required within the school setting or in a one on one setting through educational coaching.

Testing Process (for Students with no testing or previous testing is outdated):

Student is referred for testing

Parent fills out the application

If possible, gather feedback and data from teachers

Administer academic, cognitive and informal testing. BASC-III is given if needed

Testing Process (for students with qualified testing approved by administration)

Parent fills out the application

Test data is submitted with the application

Only the informal tests are administered to the student- no report is written

Parent Consultation

Testing Battery

Formal Assessments

Woodcock Johnson Tests of Cognitive Abilities

Woodcock Johnson Tests of Academic Achievement

Formal Reading Assessment

BASC-III

Informal Assessments

Alphabet/Numbers

Dictation/Copy

Composition

Days/Months

Draw a Person

Draw a Clock

Bender

Summary and Recommendations

Test results will be reviewed by the examiner to in order to recommend the appropriate plan, if necessary. Current information will be used to determine a pattern of strengths and weaknesses across all test data received. Scores will be evaluated to determine a variation in performance and ability. If this variation is found to be evident, educational coaching that may include educational therapy, executive functioning intervention or a combination will be recommended in order to target academic and cognitive weaknesses. It is important to identify these areas in order to improve overall academic experience and prevent future academic difficulties.

It may also be necessary to recommend classroom strategies and accommodations to address weaknesses during the time the student is receiving intensive intervention. Some accommodations educators may need to consider:

Instructions written out to ensure understanding of classroom and homework expectations

Multi-sensory strategies for learning spelling rules not yet mastered

Tests given orally when necessary to determine Joey’s level of understanding of concepts

Decreased homework with the goal of assessing quality rather than quantity, especially in the areas of writing and math

Increased time for tests and/or homework assignments

It is very important to understand that these and other accommodations and strategies are limited in directly remediating the student’s weaknesses. Strategies and accommodations are best used in conjunction with intensive intervention in order to allow student success while remediating deficits in cognition and academics. This will help the student develop the independent learning skills necessary for ongoing academic success and reduce a pattern of “learned helplessness” in the student.